Traitement de texte et strategies redactionnelles
99
Pynte J. (1988), Conceptuel Models and Task Representation in Using a Command
Language, The Quaterly Journal of Experimental Psychology, 40, 443-467.
Ross D. et Bridwell L. (1984), Integrating computers into a writing curriculum;
or, buying, begging, and building, in W. Wresch (Ed.), The computer in com-
position instruction: A writer's tool, Urbana, IL, National Council of Tea-
chers of English, p. 107-119.
Scardamalia M. et Bereter C. (1985), Fostering the Development of Self-Regulation
in Children's Knowledge Processing, in S. F. Chipman, J. W. Segal et R. Glaser
(Eds), Thinking and learning skills. Research and open questions, Hillsdale,
NJ, LEA, p. 563-577.
Scardamalia M. et Bereiter C. (1987), Knowledge telling and knowledge trans-
forming in written composition, in S. Rosenberg (Ed.), Reading. Writing and
Language learning Advances in applied psycholinguistics, vol. 2, Cambridge,
Cambridge University Press, p. 142-175.
Sharpies M. et O'Malley C. (1989), A framework for the design of a writer's
assistant, in C. Chapman et W. Hall (Eds), Artificiel Intelligence and human
learning: intelligent computer-aided instructions, Bristol, Arrowsmith, Ldt.,
p. 276-290.
Sharpies M. et Pemberton L. (1990), Starting from the writer: Guidelines for
the design of user-centred document processors, Cognitive Science Research
Paper, Serial n° CSRP 154.
Strickland J. (1985), Prewriting and Computing, in J. L. Collins et E. A. Sommers
(Eds) Writing On-Line: Using Computers in the Teaching of Writing, Upper
Mont,clair, nj, Boynton & Cook Publishers, p. 67-82.
Suhol R. A. (1985), Applied word processing: notes on authority, responsability,
and revision in a workshop model, College Composition and Communication,
36, 323-335.
Teles L. (in press), The adoption of word processing by graduate students in
education, Education and Computing.
Woodruff E., Lindsay P., Bryson M. et Joram E. (1986), Some Cognitive Effects
of Word processors on Enriched and Average 8th Grade Writers, Paper pre-
sented at the Annual Meeting of the American Educational Research Associa-
tion, San Francisco, ca, April.
resume
Cette observation experimentale a pour but de montrer comment Tempo dun Tmtte-
ment de Texte standard - Compamtivement α Tecriture manuelle - transforme les strate-
gies de composition d'un texte bref produit par des usagers confirmes qui ont ete observes
dumnt la realisation de la tαche. Les resultats montrent qu'avant d'utiliser un Traitement
de Texte, les redacteurs recourent toujours au «papier-crayon » pour planifier et compen-
sent la faible preparation de leur texte par une recrudescence de revisions effectuees α
l'ecran. La qualite du texte ainsi produit n'est pas remise en cause.
Mots cles : Planification, Redaction, Strategie, Traitement de texte.
(Manuscrit recu mai 1992,
accepte octobre 1992.)